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CA.1.1. A Child's Place in Time and Space: Students describe the rights and individual responsibilities of citizenship.

CA.1.4. A Child's Place in Time and Space: Students compare and contrast everyday life in different times and places around the world and recognize that some aspects of people, places, and things change over time while others stay the same.

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1. Students will read and understand the story of different national parks
2. Students will review the contributions of individuals who have made major contributions to the national parks over its history
3. Students will review the contributions of present-day individuals who are making contributions to the
park system
4. Students will develop an action plan to address a problem or issue they see in their community

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Students will be working on group projects, research projects, expository text and in higher order thinking exercises through thought-provoking questions that challenge their critical thinking skills. Students will have opportunity to discuss past and current events and share their thoughts with not only their classmates but with their whole school and community. Students will practice critical thinking while they are comparing and contrasting by making connections and analyzing information. Students will be learning analyzing skills by being exposed to primary and secondary sources. They will read texts such as journals, memoirs, poems, biographies and new articles. Group projects will allow students to learn how to listen, communicate and collaborate.

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Students will be learning about National Parks

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Students will learn about different individuals that contributed to these parks and explore how to solve real word problems

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5 sessions

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It is important to for students to learn the history behind many national parks and the individuals with a variety of backgrounds that dedicated their lives to the to preserve and protect national parks. This will students to take into account their own community and determine how to improve it. Students will consider issues and problems at a national park near them and develop an action plan to address those or other community needs

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1. Why are national parks  important historical  landmarks?
2. What type of issues or concerns do you have about national parks, local parks?

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1. What was the biggest challenge facing George Melendez Wright and why?
2. Describe the contribution the George Melendez Wright made to preserve the region
3. Imagine you were placed in a situation similar as George Melendez Wright, What qualities do you have that might help resolve the  challenges he faced, and how would you apply those qualities to their situation?

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After  students identify an issue affecting their community they will discuss the following questions:
1. How is the issue a concern to you?
2. What change do you want to see?
3. What actions can you take?

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CCSS.ELA-LITERACY.W.1.1

Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure

Ask and answer questions about key details in a text.

CCSS.ELA-LITERACY.RI.1.2
Identify the main topic and retell key details of a text.

CCSS.ELA-LITERACY.RI.1.3
Describe the connection between two individuals, events, ideas, or pieces of information in a text.
Ask and answer questions about key details in a text.

CCSS.ELA-LITERACY.RI.1.2
Identify the main topic and retell key details of a text.

CCSS.ELA-LITERACY.RI.1.3
Describe the connection between two individuals, events, ideas, or pieces of information in a text.

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Students will be reading texts which they will be required to retell key events and make connections with current events. Students will state their opinion on issues they see within their own national park.

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A. Collaborative
1. Exchanging information and ideas with others through oral collaborative conversations on a range of
social and academic topics
2. Interacting with others in written English in various communicative forms (print, communicative
technology, and multimedia)
3. Offering and supporting opinions and negotiating with others in communicative exchanges

B. Expanding and Enriching Ideas
3. Using verbs and verb phrases
4. Using nouns and noun phrases
5. Modifying to add details

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ELD students will have many collaborative opportunities, where they will engage in verbal discussions.

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2.0 CREATIVE EXPRESSION
Creating, Performing, and Participating in Theatre
Students apply processes and skills in acting, directing, designing, and scriptwriting to
create formal and informal theatre, film/videos, and electronic media productions and
to perform in them.
Development of Theatrical Skills
2.1Demonstrate skills in pantomime, tableau, and improvisation.
Creation/Invention in Theatre
2.2 Dramatize or improvise familiar simple stories from classroom literature or life experiences, incorporating plot (beginning, middle, and end) and using a tableau or a pantomime.

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Students will be presenting their community issues to multiple audiences. They will tell a story.

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Students will be learning about different individuals that give different perspectives and with a variety of backgrounds.  For example, one of the individuals that students will be analyzing and reading about will be George Melendez Wright, his parents were from El Salvado.

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Many National Parks have long and complicated stories of demand between preservation and exploitation. There were disagreements between preserving  sacred land or making it profitable. These  individuals with different perspectives fought to create national parks fit their own vision of the future. Many believed that these special places in nature should be kept untouched by development and commerce so that they could be experienced by all people but many businesses disagreed. These conflicts exists today was well, many communities do not have access to parks.

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To start off the unit students will research a National Park with a group. They will choose one of the following parks: Yosemite National Park, Sequoia National Park, Joshua Tree National Park and Kings Canyon National Park. They will document physical characteristics, native animals and pictures. As a group students will create a poster containing all the information and they will present to the class.

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Activity #2: Comparing Yosemite and Yellowstone

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Activity #2: Comparing Yosemite and Yellowstone

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Students will watch a set of video clips on the landscapes of Yosemite and Yellowstone. They will write adjectives that come to mind as they watch these clips. Students will compare and contrast the two parks using a ven diagram.

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Students will create their own Museum with a group and present it to the class. Students will receive a lesson about different artist and their contributions to national parks. They will choose from George Masa, Ansel Adams, Iwao Matsushita and Chiura Obata. Students will choose one artist and display their paintings or photographs  on a trifold.  Students will use google image to find their artwork. Then students will do a community walk around the classroom to look at the different exhibits. Students will complete a worksheet with notes from the different exhibits.

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Students will take pictures of their community such as houses, grocery stores and parks. They will put their pictures together to create a collage that represents their community.

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Activity #5: Montezuma Castle National Monument 

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Activity #5: Montezuma Castle National Monument 

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Students will read about the Montezuma Castle National Monument which became one of the first national monuments in North America that represented the Cherokee Sinagua culture. Students will work in partners to answer the following questions:
1. Why is this monument important and what does it represent?
2. Would you participate in the Remember the Removal Bicycle Ride event?

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Students will work in groups to develop an action plan to address a problem or issue they see in their community. After  students identify an issue affecting their community they will discuss the following questions:
1. How is the issue a concern to you?
2. What change do you want to see?
3. What actions can you take?

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1. Students will review the contributions of George Melendez Wright and his major contributions to the national parks over its history
2. Students will comparing George Melendez Wright character traits to their own positive straits.
3. Students will analyze their local community park.
4. Students will compare and contrast recent photographs to past parks photograph.

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Students will be introduce to different pictures of Yosemite to become familiar with the park. Some students might have a hard time picturing the park especially if they have not been there in person. A clip will be shown as well for students to capture the full image. They will comparing and contrast sources 3 and 4.

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Students will begin learning about George Melendez Wright. They will watch a short clip introducing who he is. After the clip they will write down something they learned and then share it with their partner.

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1. Before being expose to the Yosemite pictures students will be asked to draw a familiar park that they have been to. They will include the type of trees, animals, games and buildings they usually see at their park.. They will share with a partner first and then 3 random students will share with the class.

2. Then students will analyze recent  source #4 and #5. They will share with the class any interesting things they noticed and the teacher will write them on the board.

3. Afterwards, students will analyze source #3  the Yosemite 1929 photograph and compare it to the recent photograph.

4. Then students will discuss what features would they want at their local park.

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1. Students will watch source #1.

2. After watching the clip students will share with their partner something they learned about George Melendez Wright.

3. As a class students will create a character trait worksheet to describe George Melendez Wright attributes and provide evidence.

4. As independent work students will  create their own character trait worksheet. They will write down positive attributes that they possess

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As a class students will complete one section together and then students will work with their partner to complete the organizer.

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Inquiry question:
Imagine you were placed in a situation similar as George Melendez Wright, What qualities do you have that might help resolve the  challenges he faced, and how would you apply those qualities to your situation?

Students will complete the writing worksheet bellow and draw a picture. Students will be able to see their character traits worksheet to complete this assignment.

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Students will learn about the contributions that George Melendez Wright accomplished and the challenges that his faces. Students will also comparing recent photographs of Yosemite and photographs taken in 1929.

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Students will begin learning about George Melendez Wright. They will watch a short clip introducing who he is. After the clip they will write down something they learned and then share it with their partner.  Then as a class students will complete a character traits chart about George Melendez Wright and then on their own they will complete a characters chart about their own traits.

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Yosemite National Park Vacation Travel Guide | Expedia

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Students will receive a list of character traits to use as a reference.

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First students will read “Maybe Something Beautiful: How Art Transformed a Neighborhood” by F. Isabel Campoy, Theresa Howell and illustrator  Rafael López and discuss what they can do to improve their community.

Afterwards students will create a Brochure in teams of 3-5 students. Students will create their own community park and include features that would benefit their community.
They will include:
1) 5 Photographs
2) 3 Activities that will benefit their community such as free swimming lessons,  tutoring services, soccer lessons, daycare services, art lessons, yoga classes
3) 1 drawing completed by the students. This will be there cover
4) A park name and an explanation on why they chose this name
5) A short description about their park